English/Language Arts Common Core 7th grade: Reading Literature 5:Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Reading Literature 6:Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Reading Information 5:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Reading Information 6:Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
Social Studies Essential Standard
7.H.1.3 use primary and secondary sources to interpret various historical perspectives.
Science Essential Standard
7L1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.
7L2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. Information and Technology Essential Standard
7.TT.1.2 Use appropriate technology tools and other resources to organize information
7.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others.
Objectives: An understanding of the Holocaust
Students will compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Students will research and create a Symbaloo that will use primary and secondary sources to interpret various historical perspectives of the victims experience in the holocaust.
Learning Activities
Live Binder is the Final Assessment
Google Forms
Language Arts-Using multiple pieces of literature, students will fill in graphic organizer that compares and contrasts the structure and points of view of the texts.
Students will use excerpts from The Diary of a Young Girl, excerpts from The Diary of Anne Frank play, “A Tragedy Revealed – A Heroine’s Last Day”, and “Walking with Living Feet” to complete the graphic organizer that is located on their Edmodo class page. The organizer will be used to compare and contrast the point of view, central idea, text structure, and author’s purpose of the four pieces of literature. The final column in the graphic organizer asks students to respond to a differing view point from the text. The teacher will model how to fill in the organizer using a biography of Anne Frank that was read as a class at the beginning of the unit. Students will then complete the organizer
Social Studies- Students will be introduced to the victims experience in the holocaust and will then research (using good researching skills that have already been taught) and create a symbaloo of primary and secondary web resources to be analyzed for perspectives. Once students have created their symbaloo with at least 5 primary and secondary sources from victim experiences in the holocaust they will post to edmodo their findings about the victims experience. Classmates will respond to at least one post. Throughout the project students will share their progress and possible resources with each other over their public symbaloo and edmodo posts.
Science- Students will use research found on their social studies class along with new research to learn how the concentration camps affected the human body. They will research the affects of starvation, poor sanitation and hygiene, and several other factors experienced at the camps. Students will then create a poster to present their findings using Glogster Edu. Students will be able share findings and resources by posting them to their publi symbaloo they created in social studies.
Computer Skills and Applications- Students will learn the importance of keeping their documents organized in one place by creating a LiveBinder. Teacher will first model how to create a LiveBinder skeleton, with tabs and sub tabs for their integrated Holocaust project documents. Students will then create a LiveBinder account, create a "skeleton" and begin to add the documents, files, web resources, videos, etc. to their Binder. The students will then Publish and share their binder with all 4 teachers for assessment.
Integration of App/Tool
Google Form-Create an overall comparison of four pieces of text using the table found on Google Forms.
Symbaloo creation of primary and secondary sources that will be analyzed and used in science to determine further affects on the human experience of the holocaust.
Glogster Edu-creation of poster to display the influences on the human body.
Collaboration
Synchronous Collaboration- will include small group within the classroom and whole group within the classroom setting. Asynchronous Collaboration- will occur by using Edmodo
ISTE NETS-T
3 Research and Information Fluency b, c, d
6 Technology operations and concepts a, b, c, d
4 Critical Thinking. Problem solving, and decision making b, c
Class set of the following: Diary of a Young Girl, Diary of Anne Frank play, A Heroin's Last Day, and Walking with Living Feet
Laptops
Various Mobile devices
Assignment sheet for social studies on symbaloo and researching primary and secondary sources.
Value Beyond the Classroom
Students will gain the ability to compare and contrast various types of texts, mostly nonfiction.
Students will gain ability to research and interpret various primary and secondary (nonfiction) sources and develop a better understanding of the victims experience in the Holocaust.
Lesson Development Resources/Citations
This lesson was developed using the curriculum guides for Richmond County Schools for social studies, science, and ela.
Curriculum Standards
English/Language Arts Common Core 7th grade:Reading Literature 5:Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Reading Literature 6:Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Reading Information 5:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Reading Information 6:Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
Social Studies Essential Standard
7.H.1.3 use primary and secondary sources to interpret various historical perspectives.
Science Essential Standard
7L1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.
7L2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.
Information and Technology Essential Standard
7.TT.1.2 Use appropriate technology tools and other resources to organize information
7.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others.
Objectives: An understanding of the Holocaust
Students will compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.Students will research and create a Symbaloo that will use primary and secondary sources to interpret various historical perspectives of the victims experience in the holocaust.
Learning Activities
Live Binder is the Final Assessment
Google FormsLanguage Arts-Using multiple pieces of literature, students will fill in graphic organizer that compares and contrasts the structure and points of view of the texts.
Students will use excerpts from The Diary of a Young Girl, excerpts from The Diary of Anne Frank play, “A Tragedy Revealed – A Heroine’s Last Day”, and “Walking with Living Feet” to complete the graphic organizer that is located on their Edmodo class page. The organizer will be used to compare and contrast the point of view, central idea, text structure, and author’s purpose of the four pieces of literature. The final column in the graphic organizer asks students to respond to a differing view point from the text. The teacher will model how to fill in the organizer using a biography of Anne Frank that was read as a class at the beginning of the unit. Students will then complete the organizer
Social Studies- Students will be introduced to the victims experience in the holocaust and will then research (using good researching skills that have already been taught) and create a symbaloo of primary and secondary web resources to be analyzed for perspectives. Once students have created their symbaloo with at least 5 primary and secondary sources from victim experiences in the holocaust they will post to edmodo their findings about the victims experience. Classmates will respond to at least one post. Throughout the project students will share their progress and possible resources with each other over their public symbaloo and edmodo posts.
Science- Students will use research found on their social studies class along with new research to learn how the concentration camps affected the human body. They will research the affects of starvation, poor sanitation and hygiene, and several other factors experienced at the camps. Students will then create a poster to present their findings using Glogster Edu. Students will be able share findings and resources by posting them to their publi symbaloo they created in social studies.
Computer Skills and Applications- Students will learn the importance of keeping their documents organized in one place by creating a LiveBinder. Teacher will first model how to create a LiveBinder skeleton, with tabs and sub tabs for their integrated Holocaust project documents. Students will then create a LiveBinder account, create a "skeleton" and begin to add the documents, files, web resources, videos, etc. to their Binder. The students will then Publish and share their binder with all 4 teachers for assessment.
Integration of App/Tool
Google Form-Create an overall comparison of four pieces of text using the table found on Google Forms.
Symbaloo creation of primary and secondary sources that will be analyzed and used in science to determine further affects on the human experience of the holocaust.Glogster Edu-creation of poster to display the influences on the human body.
Collaboration
Synchronous Collaboration- will include small group within the classroom and whole group within the classroom setting.Asynchronous Collaboration- will occur by using Edmodo
ISTE NETS-T
3 Research and Information Fluency b, c, d
6 Technology operations and concepts a, b, c, d4 Critical Thinking. Problem solving, and decision making b, c
Assessment
Link to LiveBinder<iframe src="http://livebinders.com/play/present?id=693784" height="500" width="100%">Your browser does not support iframes.</iframe>
Materials/Resources
Class set of the following: Diary of a Young Girl, Diary of Anne Frank play, A Heroin's Last Day, and Walking with Living Feet
LaptopsVarious Mobile devices
Assignment sheet for social studies on symbaloo and researching primary and secondary sources.
Value Beyond the Classroom
Students will gain the ability to compare and contrast various types of texts, mostly nonfiction.
Students will gain ability to research and interpret various primary and secondary (nonfiction) sources and develop a better understanding of the victims experience in the Holocaust.
Lesson Development Resources/Citations
This lesson was developed using the curriculum guides for Richmond County Schools for social studies, science, and ela.